Effect of teacher characteristics on implementation of mathematics curriculum for pre-primary school learners in central division, Trans Nzoia County

Abstract

Curriculum implementation is the process of putting a curriculum into use. Effective curriculum implementation requires the combined effort of many stakeholders. The stakeholders required to implement a learning program effectively include learners, teachers, parents, education administrators, and faith-based organizations. Availability of learning resources and allowing adequate time for a learning program to run its course is also essential aspects in implementing a curriculum plan. This study aimed to determine the effect of teacher characteristics on the implementation of Mathematics curriculum for pre-primary learners in Central Division, Trans-Nzoia County. The study's objectives were; to determine the effect of teacher qualification, experience, motivation, and commitment on implementing pre-primary learners' Mathematics curriculum in Trans-Nzoia County. The study was anchored on Skinner and Erickson's Psychosocial Development and Needs Assessment theory. The researcher used a descriptive survey design. The sample size was drawn using the Fishers formula and constituted 112 respondents. Stratified sampling was used to get respondents from each sector as follows; 74 Early Childhood Development Education (ECDE) teachers, 36 primary headteachers. The researcher used a saturated sample to select the only three educational officers. A pilot study to test reliability and validity of research instruments and the reliability were above 0.70 Cronbatch Alphas. The apparatus for data collection were the questionnaires and interview, and observation schedules. Quantitative data were analyzed using Statistical Package for Social Sciences version 11.5, and results presented using percentages, means, frequencies, and p-values, while qualitative data were analyzed using themes. The study findings indicated a significant relationship between teacher's qualifications, experience, motivation, and commitment to implementing a pre-primary mathematics curriculum. The study concluded that the government should formulate a policy to always take into consideration teachers' qualifications, experience motivation, and commitment when recruiting and promoting ECDE teachers; this study would inform the various ECDE educational stakeholders of the fundamental factors to consider for effective implementation of mathematics curriculum for pre-primary school learners.